few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
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2
options: Find arc lengths and areas of sectors of circles.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.

Prove theorems involving similarity.

Reason with shapes and their attributes.

Define trigonometric ratios and solve problems involving right triangles.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Experiment with transformations in the plane.

Prove geometric theorems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply theorems about circles.

Apply trigonometry to general triangles.

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

Apply geometric concepts in modeling situations.

Translate between the geometric description and the equation for a conic section.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Explain volume formulas and use them to solve problems.

Classify two-dimensional figures into categories based on their properties.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand and apply the Pythagorean Theorem.

Solve real-world and mathematical problems involving area, surface area, and volume.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Visualize relationships between two-dimensional and three-dimensional objects.

Analyze, compare, create, and compose shapes.

Draw, construct, and describe geometrical figures and describe the relationships between them.
problem_activity: Narrative
The purpose of this activity is for students to draw shapes. Students draw straight lines to connect the dots to create shapes. Some students may benefit from a ruler or straight edge to assist them. Students draw some shapes that they can name, such as triangles and rectangles. They also draw some shapes that they have not been introduced to the formal names of. Students can describe the attributes of these shapes but are not expected to name the shapes.
Launch
Display the first image of four big red dots from the student book.
“What do you notice? What do you wonder?” (There are black dots. There are 4 big red dots.)
30 seconds: quiet think time
30 seconds: partner discussion
Share responses.
“These dots will help us draw shapes. I need to connect the red dots using straight lines.”
Demonstrate drawing a straight line between 2 of the red dots.
“Where should I draw the next line?”
Repeat until the rectangle is drawn.
“What shape did I draw?” (A rectangle.)
Activity
“Draw straight lines to connect the dots. When you’re finished, color in the shape and tell your partner about the shape you drew.”
6 minutes: partner work time
Student Facing
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Synthesis:
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Student Response
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Activity Synthesis
Display the last image with 3 red dots.
“Tyler is connecting the dots. What shape do you think he is going to make? Why?” (A triangle. There are 3 dots so there will be 3 sides. Triangles have 3 sides.)
If needed, ask “How many corners will the shape have? How many sides will the shape have?”


correct_option_index: 25